Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that there are turning points of Huck's attitude towards racism (Where) In the real world people opinions are formed of many experiences, and opinions can often change. it is important for students to be able to analyze why people's opinions change as they do. (Why), Analyze how complex character develop over the course of the text, interact with other character, and advance the plot over time. (What) (H) 1.2 Skit that exxagerates how someones opinions might change from events in their life (Hook) (E) 1.3 Students will know theme, plot, setting, racist, slurs, characters (Equip) The students will be using a time-line in order to organize where Huck's changes in thought occurred chronologically in the book. Also, the students will use pair discussion in order to compare notes and correct errors. (Explore) Student's will have to explain and describe Huck's changes in point of view throughout the text, using a blog they have written through his eyes that describes key events that resulted in the change.(Experience) (R)1.4 I am going to use let's compare notes to check that all students have a good understanding of theme, plot, and an understanding of what key events may be in the novel.(Rethink) Students and their peers will use a rubric to check that they are meeting all required areas in their blog.(Revise/Refine)I will use the same rubric to check that the students is meeting all of the areas I devised. (Revise/Refine) (E)1.5 Formative Assessment -Pre-Assessment: vocab and reading comprehension quiz. Checking for Understanding: Lets compare notes! Timely Feedback: self, peer, teacher (Evaluate) (T) 1.6 (Tailor) Verbal:Students will get a chance to express their own views and speak of Huck's turning points when they pair up with groups. Logic: Students will have to make a timeline of Huck's turning points, which is a logical order of events. Visual: The graphic organization of a time-line that the students works on for Huck, as well as my own slideshow presentation of theme, plot, setting, and other key words appeal to visual learners. Kinesthetic: Students will get opportunities to move around and pair up multiple times throughout this lesson, as well as participate in my hook skit that helps to layout changes that can overcome people from particular experiences. Musical: Music from the era of Huck Finn's era will be played during the hook skit. Interpersonal: Students will be working in groups of two in order to discuss Huck's changes and attitude towards racism. Intrapersonal: Students work on their time-line of Huck's turning points on their own, and are given time to work by themselves. Naturalist: A google earth made-slide show of the Mississippi river during the overview of the setting of Huck Finn (O) 1.7 Students will be able to describe Huck's changes throughout the novel(Explain) Product: blog Number of days:1(Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that the vocabulary of the time was different (Where) Dialects differ all over the world, and students need to be able to adapt to that (Why),determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings analyze the cumulative impact of specific word choices on meaning and tone.(What) .(H) 2.2 News clips from the south and the north to show difference in dialect (Hook)
(E) 2.3 Students will know dialect, theme, slurs (Equip) Students will use a Venn Diagram in order to compare words from now and the dialect in time of the book. Students will also use think-pair-share in order to cover anything they have missed on their own. (Explore) Students will make an iMovie to consider and show the differences between the dialects of our time and Huck's time. (Experience) (R)2.4 I will use Definitions are U in order to ensure that all students have a grasp on what some of the differences in dialect mean, and how they transpose to our time. (Rethink) Students will use a checklist to verify that their iMovie has all required specifications.(Revise/Refine) I will use the same checklist. (Revise/ Refine) (E)2.5 Formative Assessment -Checking forUnderstanding: Definitions are U Timely Feedback: self, teacher (Evaluate) (T) 2.6 (Tailor) Verbal: During the think-pair- share area of class students will have a chance to speak and discuss with each other what they think of the vocabulary. Logic: Students will be using a Venn Diagram in order to logically organize vocabulary from our time and Huck's time to discern dialect differences. Visual: The Venn Diagram graphic organizer will appeal to visual learners Kinesthetic: During the filming the students are free to move about the school as they feel free, as long as it doesn't disturb other classes or break school rules. Musical: The iMovie project encourages having music in the background, or throughout. The students will have an opportunity to browse different (public domain or fair use) music. Interpersonal: Intrapersonal: Naturalist: During class-time students will have an oppurtunity to work on their iMovie, students will be allowed to film outside if they like to. (O) 2.7 Students will be able to consider the differences between dialects (Empathy) Product: iMovie Number of days: 1-6 days ( Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that the vocabulary of the time was different (Where) having a good grasp on vocabulary and how it has changed throughout our history is important, in many job areas outside of high school you may have to deal with past dialect and vocabulary (Why)determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings analyze the cumulative impact of specific word choices on meaning and tone.(What) (H) 3.2 Dress up as Mark Twain (Hook) (E) 3.3 Students will know dialect, theme, slurs, vocabulary (Equip) Students will use a sequence chart in order to (attempt) to develop words from that Huck's dialect to now. Students will also use a rally table strategy in order to discuss their own opinions on what the dialect may mean. (Explore) Students will use Comic Life in order to do a two sided comic that has a modernized dialect on one side, and Huck's dialect on the other. (Experience) (R)3.4 I will use is that a fact to check that all students have a good idea on the differences between vocabulary from Huck's time to now. (Rethink)Students and their peers will use a rubric in order to score their own Comic Life Comic. (Revise/Refine) I will use the same rubric.(Revise/Refine) (E)3.5 Formative Assessment -Checking forUnderstanding: is that a fact? Timely Feedback: self, peer, teacher (Evaluate) (T)3.6(Tailor) Verbal: Students will get the chance to speak to one another during the rally table section of class, as well as ask me questions during the class overview. Logic: A sequence chart is going to be used to make a logical order of how dialect may have changed between Huck's time and now. Visual: An overhead will be used to present some of the vocabulary from the book that I may think the students might find confusing, as well as the use of the sequence chart as a graphic organizer. Kinesthetic: Students will get a chance to stand up and interact with some props I bring in that are relative to the chapters of Huck Finn we read recently. Musical: Interpersonal: Students will work on the Comic Life project on their own, giving them time to reflect on their thoughts of the vocabulary on their own. Intrapersonal: During the rally table time students will have the chance to discuss with one another. Naturalist: (O) 3.7 Students will be able to adapt Twain's vocabulary to now (Application)Product: Comic Life Number of days: 1- 4 days ( Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that there are turning points of Huck's attitude towards racism (Where) Being able to understand and analyze turning points in peoples lives is important because having a good grasp on people and how they work is an invaluable skill in all job areas (Why)analyze how complex character develop over the course of the text, interact with other character, and advance the plot over time. (What) (H) 4.2Banjo song (Hook) (E) 4.3 Students will know theme, character development, plot (Equip) Students will use a persuasion map in order to convince me, and themselves why Huck may have had a turning point. Also, students will use stand up, hand up, pair up in order to join with other students to compare their persuasion maps. (Explore) Students will do a podcast that describes key events where Huck's views changed throughout the novel, and why. (Experience) (R)4.4 I will use an exit ticket so I know that the students have a grasp on what "turning points" or key events in the novel could be.(Rethink) Students will use a rubric to check that their podcast meets all required areas. (Revise/Refine) I will use the same rubric (Revise/Refine) (E)4.5 Formative Assessment -Checking forUnderstanding: Exit Ticket Timely Feedback: self, teacher (Evaluate) (T)4.6(Tailor) Verbal:During stand up, hand up, and pair up students get the opportunity to interact and talk with one each other, to verbalize their own views. Also, the product of a podcast is entirely verbal. Logic: Graphic organizers are used to logically organize events or ideas, the persuasion map does exactly this. Visual: The students get to work with a persuasion map, which allows them to visualise their own thoughts and ideas in an organized manner. Kinesthetic: Musical: During the podcast students will be able to include music of their choice on the podcast, whether it is something they want to make on their own in Garageband, or find online is their choice. Interpersonal:During stand up, hand up, and pair up students get the opportunity to interact and talk with one each other Intrapersonal: Before the class activity students will get an opportunity of their own to make their own persuasion map and reflect on Huck's development up to this point of the novel. Naturalist: (O) 4.7 Students will be able to analyze Huck's turning points in the book(Perspective)Product: podcast Number of days : 1-3 days (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that there are larger themes of racism throughout the text.(Where) being able to pull out the larger theme in a novel is a skill applicable to life. Often in life there will be situations where you can only see something on the surface, having the ability to see what is beneath is what counts.(Why)determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details provide and objective summary of the text.(What) (H) 5.2 Dress up as a character and let students ask questions about the novel (Hook) (E) 5.3 Students will know racism, theme, plot, satire (Equip) Students will use a flow chart in order to organize their thoughts of what the different themes mean in Huck Finn. Also, students will use the rally room strategy in order to see what the rest of the class feels on the thought. (Explore) Students will make a Prezi that details all of the major themes portrayed throughout Huckleberry Finn. (Experience) (R)5.4 I will use changes in the wind in order to make sure that students are able to pull out the larger themes in the novel.(Rethink)students will use a checklist in order to verify that their Prezi meets all areas. (Revise/ Refine) I will use the same checklist to score the students work. (Revise/Refine) (E)5.5 Formative Assessment -Checking for Understanding: Changes in the wind Timely Feedback: self, teacher (Evaluate) (T)5.6 (Tailor) Verbal: In the rally room section of class all students will get the chance to speak and verbalize their own thoughts if they like. Logic: Students will get the opportunity to work on a flow chart in order to logically organize particular areas of the novel where larger themes show. Visual: My example of a good Prezi, as well as the students working on their own Prezi will appear to visual learners. Kinesthetic: Musical: Around this part of the novel Jim has a song, I will give the opportunity for students to interpret the songs meaning, as well as play a recording of the song. Interpersonal: Students will work and speak with one another during the rally room section of class, as well as participate in groups of 3-4 students when working on their Prezi. Intrapersonal: While working on their flowcharts students will have the opportunity to work alone if they like. Naturalist: (O) 5.7 Students will be able to make meaning of the major themes in Huck Finn (Interpretation) Product: prezi Number of days: 1-3 days (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that there are larger themes of racism throughout the text (Where) Being able to work out what someone means underneath their base words is very important, and that is a skill that can be learned used after school. (Why)determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details provide and objective summary of the text.(What) (H) 6.2 Exercise where students have to draw deeper meanings from what I say (Hook) (E) 6.3 Students will know racism, theme, plot, satire (Equip) Students will use a planning chart in order to express situations where the major theme comes out under the satire writing style. Also, students will use a round table consensus in order to ensure all students leave the classroom with the same idea of theme and satire. (Explore) Students will work together on a Google Doc in order to explain how Twain's writing style works to express the overall theme of the book. (Experience) (R)6.4 I will use 3-2-1 reflections in order to make sure that all students are able to reflect on the major themes in the book.(Rethink) students and their peers will use a checlist ton ensure that their Google Doc meets all required areas. (Revise/ Refine) I will use the same checklist to score the students work. (Revise/Refine) (E)6.5 Formative Assessment -Checking for Understanding: 3-2-1 reflection Timely Feedback: self, peer, teacher (Evaluate) (T)6.6 (Tailor) Verbal: in the round table consensus section of class students conference and speak with their own table, giving them the chance to verbalize their own ideas about the themes of the text, and how Mark Twain uses satire to emphasize these themes. Logic: Students will use a planning chart in order to set up an outline for their Google doc that outlines specific areas where the theme is prevalent. Visual: The graphic organized planning chart gives the student an opportunity to put his/her thought to paper in an organized fashion. s/he gets to visualize his own ideas. Kinesthetic: Students will come to the board and write different ideas they formed on their own flow charts. Also, there will be an activity where students organize the ecents of the book in chronological order, according to the slips of paper I hand out. All students will be standing and moving abotu during this activity. Musical: Interpersonal: The google doc project is a 2-4 person group project, giving students the chance to organize and speak with one another. Intrapersonal: During the forming of each planning chart each student gets time in class to reflect on the themes and satire in their own way. Naturalist: (O) 6.7 Students will be able to be aware of the theme underneath the writing style (Self-Knowledge) Product: google doc Number of days: 1-2 days (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Skit that exxagerates how someones opinions might change from events in their life (Hook)
(E) 1.3 Students will know theme, plot, setting, racist, slurs, characters (Equip) The students will be using a time-line in order to organize where Huck's changes in thought occurred chronologically in the book. Also, the students will use pair discussion in order to compare notes and correct errors. (Explore) Student's will have to explain and describe Huck's changes in point of view throughout the text, using a blog they have written through his eyes that describes key events that resulted in the change.(Experience)
(R)1.4 I am going to use let's compare notes to check that all students have a good understanding of theme, plot, and an understanding of what key events may be in the novel.(Rethink) Students and their peers will use a rubric to check that they are meeting all required areas in their blog.(Revise/Refine)I will use the same rubric to check that the students is meeting all of the areas I devised. (Revise/Refine)
(E)1.5 Formative Assessment -Pre-Assessment: vocab and reading comprehension quiz. Checking for Understanding: Lets compare notes! Timely Feedback: self, peer, teacher (Evaluate)
(T) 1.6 (Tailor)
Verbal:Students will get a chance to express their own views and speak of Huck's turning points when they pair up with groups.
Logic: Students will have to make a timeline of Huck's turning points, which is a logical order of events.
Visual: The graphic organization of a time-line that the students works on for Huck, as well as my own slideshow presentation of theme, plot, setting, and other key words appeal to visual learners.
Kinesthetic: Students will get opportunities to move around and pair up multiple times throughout this lesson, as well as participate in my hook skit that helps to layout changes that can overcome people from particular experiences.
Musical: Music from the era of Huck Finn's era will be played during the hook skit.
Interpersonal: Students will be working in groups of two in order to discuss Huck's changes and attitude towards racism.
Intrapersonal: Students work on their time-line of Huck's turning points on their own, and are given time to work by themselves.
Naturalist: A google earth made-slide show of the Mississippi river during the overview of the setting of Huck Finn
(O) 1.7 Students will be able to describe Huck's changes throughout the novel(Explain) Product: blog Number of days: 1 (Organize)
Lesson 2
(Why),determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings analyze the cumulative impact of specific word choices on meaning and tone. (What)
.(H) 2.2 News clips from the south and the north to show difference in dialect (Hook)
(E) 2.3 Students will know dialect, theme, slurs (Equip) Students will use a Venn Diagram in order to compare words from now and the dialect in time of the book. Students will also use think-pair-share in order to cover anything they have missed on their own. (Explore) Students will make an iMovie to consider and show the differences between the dialects of our time and Huck's time. (Experience)
(R)2.4 I will use Definitions are U in order to ensure that all students have a grasp on what some of the differences in dialect mean, and how they transpose to our time. (Rethink) Students will use a checklist to verify that their iMovie has all required specifications.(Revise/Refine) I will use the same checklist. (Revise/ Refine)
(E)2.5 Formative Assessment -Checking for Understanding: Definitions are U Timely Feedback: self, teacher (Evaluate)
(T) 2.6 (Tailor)
Verbal: During the think-pair- share area of class students will have a chance to speak and discuss with each other what they think of the vocabulary.
Logic: Students will be using a Venn Diagram in order to logically organize vocabulary from our time and Huck's time to discern dialect differences.
Visual: The Venn Diagram graphic organizer will appeal to visual learners
Kinesthetic: During the filming the students are free to move about the school as they feel free, as long as it doesn't disturb other classes or break school rules.
Musical: The iMovie project encourages having music in the background, or throughout. The students will have an opportunity to browse different (public domain or fair use) music.
Interpersonal:
Intrapersonal:
Naturalist: During class-time students will have an oppurtunity to work on their iMovie, students will be allowed to film outside if they like to.
(O) 2.7 Students will be able to consider the differences between dialects (Empathy) Product: iMovie Number of days: 1-6 days ( Organize)
Lesson 3
(H) 3.2 Dress up as Mark Twain (Hook)
(E) 3.3 Students will know dialect, theme, slurs, vocabulary (Equip) Students will use a sequence chart in order to (attempt) to develop words from that Huck's dialect to now. Students will also use a rally table strategy in order to discuss their own opinions on what the dialect may mean. (Explore) Students will use Comic Life in order to do a two sided comic that has a modernized dialect on one side, and Huck's dialect on the other. (Experience)
(R)3.4 I will use is that a fact to check that all students have a good idea on the differences between vocabulary from Huck's time to now. (Rethink)Students and their peers will use a rubric in order to score their own Comic Life Comic. (Revise/Refine) I will use the same rubric.(Revise/Refine)
(E)3.5 Formative Assessment -Checking for Understanding: is that a fact? Timely Feedback: self, peer, teacher (Evaluate)
(T)3.6(Tailor)
Verbal: Students will get the chance to speak to one another during the rally table section of class, as well as ask me questions during the class overview.
Logic: A sequence chart is going to be used to make a logical order of how dialect may have changed between Huck's time and now.
Visual: An overhead will be used to present some of the vocabulary from the book that I may think the students might find confusing, as well as the use of the sequence chart as a graphic organizer.
Kinesthetic: Students will get a chance to stand up and interact with some props I bring in that are relative to the chapters of Huck Finn we read recently.
Musical:
Interpersonal: Students will work on the Comic Life project on their own, giving them time to reflect on their thoughts of the vocabulary on their own.
Intrapersonal: During the rally table time students will have the chance to discuss with one another.
Naturalist:
(O) 3.7 Students will be able to adapt Twain's vocabulary to now (Application) Product: Comic Life Number of days: 1- 4 days ( Organize)
Lesson 4
(H) 4.2Banjo song (Hook)
(E) 4.3 Students will know theme, character development, plot (Equip) Students will use a persuasion map in order to convince me, and themselves why Huck may have had a turning point. Also, students will use stand up, hand up, pair up in order to join with other students to compare their persuasion maps. (Explore) Students will do a podcast that describes key events where Huck's views changed throughout the novel, and why. (Experience)
(R)4.4 I will use an exit ticket so I know that the students have a grasp on what "turning points" or key events in the novel could be.(Rethink) Students will use a rubric to check that their podcast meets all required areas. (Revise/Refine) I will use the same rubric (Revise/Refine)
(E)4.5 Formative Assessment -Checking for Understanding: Exit Ticket Timely Feedback: self, teacher (Evaluate)
(T)4.6(Tailor)
Verbal:During stand up, hand up, and pair up students get the opportunity to interact and talk with one each other, to verbalize their own views. Also, the product of a podcast is entirely verbal.
Logic: Graphic organizers are used to logically organize events or ideas, the persuasion map does exactly this.
Visual: The students get to work with a persuasion map, which allows them to visualise their own thoughts and ideas in an organized manner.
Kinesthetic:
Musical: During the podcast students will be able to include music of their choice on the podcast, whether it is something they want to make on their own in Garageband, or find online is their choice.
Interpersonal: During stand up, hand up, and pair up students get the opportunity to interact and talk with one each other
Intrapersonal: Before the class activity students will get an opportunity of their own to make their own persuasion map and reflect on Huck's development up to this point of the novel.
Naturalist:
(O) 4.7 Students will be able to analyze Huck's turning points in the book(Perspective) Product: podcast Number of days : 1-3 days (Organize)
Lesson 5
(H) 5.2 Dress up as a character and let students ask questions about the novel (Hook)
(E) 5.3 Students will know racism, theme, plot, satire (Equip) Students will use a flow chart in order to organize their thoughts of what the different themes mean in Huck Finn. Also, students will use the rally room strategy in order to see what the rest of the class feels on the thought. (Explore) Students will make a Prezi that details all of the major themes portrayed throughout Huckleberry Finn. (Experience)
(R)5.4 I will use changes in the wind in order to make sure that students are able to pull out the larger themes in the novel.(Rethink)students will use a checklist in order to verify that their Prezi meets all areas. (Revise/ Refine) I will use the same checklist to score the students work. (Revise/Refine)
(E)5.5 Formative Assessment -Checking for Understanding: Changes in the wind Timely Feedback: self, teacher (Evaluate)
(T)5.6 (Tailor)
Verbal: In the rally room section of class all students will get the chance to speak and verbalize their own thoughts if they like.
Logic: Students will get the opportunity to work on a flow chart in order to logically organize particular areas of the novel where larger themes show.
Visual: My example of a good Prezi, as well as the students working on their own Prezi will appear to visual learners.
Kinesthetic:
Musical: Around this part of the novel Jim has a song, I will give the opportunity for students to interpret the songs meaning, as well as play a recording of the song.
Interpersonal: Students will work and speak with one another during the rally room section of class, as well as participate in groups of 3-4 students when working on their Prezi.
Intrapersonal: While working on their flowcharts students will have the opportunity to work alone if they like.
Naturalist:
(O) 5.7 Students will be able to make meaning of the major themes in Huck Finn (Interpretation) Product: prezi Number of days: 1-3 days (Organize)
Lesson 6
(H) 6.2 Exercise where students have to draw deeper meanings from what I say (Hook)
(E) 6.3 Students will know racism, theme, plot, satire (Equip) Students will use a planning chart in order to express situations where the major theme comes out under the satire writing style. Also, students will use a round table consensus in order to ensure all students leave the classroom with the same idea of theme and satire. (Explore) Students will work together on a Google Doc in order to explain how Twain's writing style works to express the overall theme of the book. (Experience)
(R)6.4 I will use 3-2-1 reflections in order to make sure that all students are able to reflect on the major themes in the book.(Rethink) students and their peers will use a checlist ton ensure that their Google Doc meets all required areas. (Revise/ Refine) I will use the same checklist to score the students work. (Revise/Refine)
(E)6.5 Formative Assessment -Checking for Understanding: 3-2-1 reflection Timely Feedback: self, peer, teacher (Evaluate)
(T)6.6 (Tailor)
Verbal: in the round table consensus section of class students conference and speak with their own table, giving them the chance to verbalize their own ideas about the themes of the text, and how Mark Twain uses satire to emphasize these themes.
Logic: Students will use a planning chart in order to set up an outline for their Google doc that outlines specific areas where the theme is prevalent.
Visual: The graphic organized planning chart gives the student an opportunity to put his/her thought to paper in an organized fashion. s/he gets to visualize his own ideas.
Kinesthetic: Students will come to the board and write different ideas they formed on their own flow charts. Also, there will be an activity where students organize the ecents of the book in chronological order, according to the slips of paper I hand out. All students will be standing and moving abotu during this activity.
Musical:
Interpersonal: The google doc project is a 2-4 person group project, giving students the chance to organize and speak with one another.
Intrapersonal: During the forming of each planning chart each student gets time in class to reflect on the themes and satire in their own way.
Naturalist:
(O) 6.7 Students will be able to be aware of the theme underneath the writing style (Self-Knowledge) Product: google doc Number of days: 1-2 days (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe